Appl Psychophysiol Biofeedback. 2025 Sep 28. doi: 10.1007/s10484-025-09738-6. Online ahead of print.
ABSTRACT
Social, emotional, and academic adjustments are critical for students’ personal and academic success. Difficulties in these domains can impede overall development, necessitating effective interventions to promote psychological well-being and adaptability. Neurofeedback and mindfulness-based cognitive therapy (MBCT) have shown promise in addressing these challenges. Neurofeedback facilitates self-regulation of brain activity to improve attention and emotional control, while MBCT integrates mindfulness practices with cognitive-behavioral strategies to alleviate anxiety and depression. This study aimed to compare the effectiveness of neurofeedback and MBCT in enhancing social, emotional, and academic adjustment among students. The statistical population comprised 910 pre-university students from Zhengzhou during the 2022-2023 academic year. Based on inclusion and exclusion criteria, 90 students were selected through convenience sampling and randomly assigned to three groups: 30 in the control group, 30 in the neurofeedback group (experimental group 1), and 30 in the MBCT group (experimental group 2). Data were collected using the Adjustment Inventory for School Students (AISS) and a standardized Mindfulness Protocol. Statistical analyses revealed that neurofeedback and MBCT significantly improved students’ emotional, social, and academic adjustments compared to the control group. However, no significant difference in effectiveness was observed between the two interventions. These findings suggest that neurofeedback and MBCT are equally effective in fostering students’ psychological resilience and adaptability, highlighting their potential as valuable tools for promoting well-being and academic success in educational contexts.
PMID:41017006 | DOI:10.1007/s10484-025-09738-6
